Unit 2D Routes: controlling a floor turtle
Adapted for Special Schools
IT
Special
ABOUT THE UNIT
In this unit children learn how to create, test, modify and store instructions to control the movements of a floor turtle. They learn
to programme the floor turtle to move around an area by using single instructions, a sequence of instructions and repeated
sequences.
The unit will develop children’s understanding of programmed devices used outside school.
Children may be able to apply what they have learnt in this unit in geography; mathematics; and design and technology.
WHERE THE UNIT FITS IN
TECHNICAL VOCABULARY
RESOURCES
This unit assumes that children:
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 one, or more, floor turtles which
follows instructions such as forward
10, right 5
 a large map of an imaginary
treasure island, marked with
treasure spots
 A4 copies of the treasure map for
recording instructions
 Have experienced directional
language.
floor turtle
instructions
backward
forward
left
right
turn
numbers one to ten
EXPECTATIONS
at the end of this unit
some children will:
Produce a set of written or pictorial instructions (L1)
some children will have made less
progress and will:
Produce a set of simple pictorial instructions with help (P8)
some children will have
progressed further and will:
Produce a set of written or pictorial instructions and communicate about the effects
of these instructions (L2)
DRAFT VERSION 7/10/02
 QCA 1998
Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk
Ref: QCA/98/211W
Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk
LEARNING OBJECTIVES
Primary Schemes of Work: Information Technology Unit 2D Routes: controlling a floor turtle
POSSIBLE TEACHING ACTIVITIES
LEARNING OUTCOMES
CHILDREN SHOULD LEARN
OR EXPERIENCE
POINTS TO NOTE
CHILDREN
SETTING THE SCENE
 key idea: that control
devices must be
programmed
 Pre-program the floor turtle to follow a path through a set
of obstacles placed on the classroom floor. Demonstrate
the floor turtle following the route. Ask the class how it
‘knows’ where to go. Explain that it is following
instructions; this could be demonstrated by moving an
obstacle into its path. Discuss with the class other
devices which follow instructions, eg washing machines.
 recognise control devices
 recognise that control
devices follow instructions
Children should understand that the floor turtle is not alive,
can only do what it is instructed to do and will follow
instructions exactly.
 Discuss the basic instructions followed by the floor turtle
and show the children how to enter these instructions.
They will need to be shown how to clear the memory and
how to enter instructions one at a time.
 Place objects in front of, behind and to the left and right
of the floor turtle. Objects should be placed so that
children only have to give two or three instructions for the
floor turtle to get to them. Explain that the floor turtle has
no eyes and that it will need to be told how many paces
to travel.
 enter instructions to control
the floor turtle
Place objects in positions that do not require difficult angles
as this may confuse children. Program the floor turtle to
make 90 degree turns only.
SHORT FOCUSED TASKS
 key idea: that control
devices follow instructions
which can contain numerical
data
 technique: to use the
appropriate keys to make
the floor turtle go forward,
backward, left and right by
using instructions, such as
forward 5, right 1
 QCA 1998
1
Ref: QCA/98/211W
Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk
LEARNING OBJECTIVES
Primary Schemes of Work: Information Technology Unit 2D Routes: controlling a floor turtle
POSSIBLE TEACHING ACTIVITIES
LEARNING OUTCOMES
CHILDREN SHOULD LEARN
OR EXPERIENCE
 key idea: that instructions
can be sequenced for more
complicated tasks
 technique: to enter a
sequence of instructions
POINTS TO NOTE
CHILDREN
 Demonstrate how to enter sequences of instructions.
Show the class some sequences which draw shapes,
eg forward 5 right 1 forward 5 right 1 forward 5 right 1
forward 5 right 1 draws a square. Show them a simple
sequence of instructions and ask them to predict what will
happen. Check these predictions by programming the
turtle.
 predict the result of a
sequence of instructions
 check their predictions by
programming the floor turtle
 Tell the children a short story about searching for hidden
treasure, using a treasure map and written instructions,
such as a pirate might leave. Explain to the class that they
will be using the techniques they have learnt in this unit to
program the floor turtle to go to parts of an imaginary
island to find hidden treasure. Ask the class to recall what
they have learnt so far. Give them copies of the map with
locations marked on it so that they can see where the
turtle might go.
 develop and record
sequences of instructions
make predictions and test
them
INTEGRATED TASK
 to develop and record
sequences of instructions to
control the floor turtle, and
predict and test results
 QCA 1998
2
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The map could be simulated by placing labelled items
at each of the locations on an area of floor. The turtle
could be ‘dressed’ as a pirate for this activity. There
may be links to geography and topic work.
Ref: QCA/98/211W